Improving Sleep Quality During the Transition to College

提高大学过渡期间的睡眠质量

• 批准号: 10444767
• 负责人: JULIENNE E BOWER
• 金额: $ 67.02万
• 依托单位: UNIVERSITY OF CALIFORNIA LOS ANGELES
• 依托单位国家: 美国
• 财政年份: 2022
• 资助国家: 美国
• 起止时间: 2022-05-20 至 2027-02-28
• 项目状态: 未结题
• 来源: https://reporter.nih.gov/project-details/10444767
• 关键词: Acute; Address; Adult; Affect; Age-Years; Anxiety; Attention; Awareness; Biological; Chronic; Clinical; Cognitive Therapy; Crowding; Development; Distress; Education; Effectiveness; Effectiveness of Interventions; Ethnic Origin; Exhibits; Feeling; Genomics; Health; Health Campaign; Individual; Inflammation; Inflammatory; Intervention; Lead; Loneliness; Measures; Mental Depression; Mental Health; Motivation; Outcome; Patient Self-Report; Personal Satisfaction; Physical Function; Population; Population Heterogeneity; Positioning Attribute; Process; Public Health; Public Health Education; Publishing; Randomized Controlled Trials; Reporting; Research; Sleep; Sleep disturbances; Sleeplessness; Standardization; Students; Techniques; Testing; Time; Universities; Variant; Youth; actigraphy; aging population; anxiety symptoms; arm; associated symptom; base; clinically significant; cognitive function; college; depressive symptoms; effectiveness testing; efficacy testing; efficacy validation; emotional functioning; improved; inflammatory marker; intervention effect; mindfulness; mindfulness intervention; modifiable behavior; physical conditioning; poor sleep; post intervention; prevent; primary outcome; programs; psychosocial; psychosocial adjustment; residence; response; secondary outcome; sex; sleep difficulty; sleep health; sleep quality; social; success; university student

Project Summary Sleep disruption during college presents a significant public health concern, with studies documenting clinically-significant sleep disruption in 40-60% of college students. Poor sleep contributes to rising anxiety, depression, and loneliness as well as declining positive affect, motivation, and sense of purpose faced by many students as they attempt to navigate a successful path through college. Disrupted sleep also negatively impacts physical health, in part through upregulating inflammatory processes that can have acute and more chronic effects on mental and physical health. In response, many colleges and universities have embarked on efforts to improve the sleep hygiene of their students. The challenge is to identify programs that can simultaneously improve sleep, be delivered at scale, and be easily completed by students. Mindfulness-based interventions (MBIs), including a six-week Mindful Awareness Practices (MAPs) intervention developed by our group, have been shown to improve sleep quality and associated psychosocial and biological outcomes among adults. MBIs are well-positioned between interventions targeting clinical insomnia (e.g., CBT-I) and mass-delivered sleep education programs, the latter of which have been rolled-out by many universities despite evidence of limited effectiveness. Only four published RCTs, however, have tested the effect of MBIs among college students and none targeted sleep as a primary outcome. To address this important public health problem, we propose to conduct a randomized controlled trial (RCT) of 240 first-year college students at a four-year university that serves an ethnically and economically diverse student population. Our two-arm, parallel group RCT will test the efficacy of the validated, group- based, six-week MAPs intervention vs. sleep education, an active time and attention matched control condition, for students who report poor sleep at this critical transition year. Effects will be assessed at post- intervention and at 3-, 9-, and 12-month follow-ups to assess persistence. Our project brings together a diverse team with expertise in sleep, mindfulness-based interventions, and youth development to pursue four aims: (1) determine effects of MAPs vs. sleep education on subjective and objective markers of sleep; (2) evaluate effects of MAPs vs. sleep education on negative and positive psychosocial symptoms associated with sleep disruption; (3) determine effects of MAPs vs. sleep education on inflammatory processes associated with sleep disruption and relevant for long-term health; and (4) explore potential sex and ethnic variations in intervention effects.

项目摘要 大学期间的睡眠中断提出了一个重大的公共卫生问题，研究记录了 40-60％的大学生的临床意义上的睡眠干扰。睡眠不佳会导致焦虑症的增加， 沮丧和孤独，以及面临的积极影响，动力和目的感下降 许多学生试图在大学中度过一条成功的道路。睡眠干扰也负面 在某种程度上通过上调可能具有急性和更多的炎症过程来影响身体健康 慢性对心理和身体健康的影响。 作为回应，许多大学和大学都在努力改善其睡眠卫生 学生。挑战是确定可以同时改善睡眠，大规模交付的程序， 并容易由学生完成。基于正念的干预措施（MBI），包括六周的正念 我们小组开发的意识实践（地图）干预已被证明可以提高睡眠质量 以及成年人中相关的社会心理和生物学结果。 MBI之间的位置很好 针对临床失眠（例如CBT-I）和大规模睡眠教育计划的干预措施，后者 尽管有效力有限，但其中许多大学都被许多大学推出。只有四个 但是，已发表的RCT已测试了MBI在大学生中的影响，没有一个针对睡眠 主要结果。 为了解决这个重要的公共卫生问题，我们建议进行随机对照试验 （RCT）在一所四年制大学的240名一年级大学生中，在种族和经济上为 多样化的学生人数。我们的两臂平行组RCT将测试经过验证的，组的功效 基于六周的地图干预与睡眠教育，积极的时间和注意力匹配的控制 条件，对于在这个关键过渡年份报告睡眠不佳的学生。效果将在以后评估 干预措施以及3个月和12个月的随访，以评估持久性。我们的项目汇集了多样的 团队在睡眠，基于正念的干预措施和青年发展方面具有专业知识，以追求四个目标：（1） 确定地图与睡眠教育对主观和客观睡眠标记的影响； （2）评估 地图与睡眠教育的影响对与睡眠有关的负面和积极的社会心理症状 破坏（3）确定地图与睡眠教育对与睡眠相关的炎症过程的影响 破坏并与长期健康相关； （4）探索干预的潜在性别和种族变化 效果。